Kelly / Lewis Education and Health

1. Auflage 2013
ISBN: 978-1-4832-9358-5
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band Volume 5, 309 Seiten, Web PDF

Reihe: Science and Technology Education and Future Human Needs

This volume gives a holistic, dynamic and positive approach to the concept of health and to the teaching/learning processes in schools and elsewhere. It examines precisely what is meant by health, its contribution to the quality of life and how this should influence health education. Environmental aspects of health, traditional styles of medicine, modern technologies, topical issues and the educational aspects of certain diseases of global importance are also discussed. The outcome is the emergence of new ideas, new approaches and new ways of teaching about health. Numerous case studies and workshops are discussed to show how these new concepts can be introduced to both teachers and pupils.

Autoren/Hrsg.

Kelly, P. J.

Lewis, J. L.

Inhaltsverzeichnis

1;Front Cover;1
2;Education and Health;4
3;Copyright Page;5
4;Table of Contents;8
5;Foreword;6
6;Part I: Introduction;14
6.1;Introduction;16
6.2;Chapter 1. Health Education and Education for Health;18
7;Part II: The Concept of Health;22
7.1;Introduction;24
7.2;Chapter 2. What is Health;26
7.3;Chapter 3. The Total Human Health System;30
7.4;Chapter 4. Twelve Principles of Life as a Basis for a Positive Concept of Health;32
7.4.1;1. Entropy Reduction (Creation of Order);33
7.4.2;2. Reinforcement and Reproduction (by Positive Feedback);33
7.4.3;3. Elasticity and Stability (by Negative Feedback);34
7.4.4;4. Adaptation;34
7.4.5;5. Individuality (Uniqueness;35
7.4.6;6. Compartmentalization;35
7.4.7;7. High Complexity and Interdependence;35
7.4.8;8. Hierarchy (Priorities);36
7.4.9;9. Semantics;36
7.4.10;10. Information Storage;36
7.4.11;11. Active Movement;37
7.4.12;12. Internality;37
7.4.13;Twelve Questions Arising from the Twelve Principles;38
7.5;Chapter 5. The Concept of Health: Free Association Tests;40
7.5.1;The Methodology;40
7.5.2;The Results;41
7.5.3;Association Chains;43
7.5.4;Conclusions;43
7.6;Chapter 6. Perceptions of Young Children Concerning Health;48
7.7;Chapter 7. From Illness to Wellness;52
7.7.1;Educational Implications of a "Wellness" Emphasis;53
8;Part III: Perspectives on Health Education;56
8.1;Introduction;58
8.2;Chapter 8. Health Education in Rural Areas;60
8.2.1;The Role of Women;61
8.2.2;Health Education Experience and Social Service Camps;62
8.2.3;The Role of Village Health Committees;63
8.2.4;Village Health Insurance Scheme;63
8.2.5;What We Have Learnt;64
8.3;Chapter 9. Children and Their Health;66
8.3.1;Healthy Habits;68
8.3.2;Concepts;69
8.3.3;Attitudes;70
8.3.4;Judgement and Decision-making;71
8.4;Chapter 10. A Curriculum Guide to Teaching about Health;74
8.4.1;A Model for Teaching Health Education Through Biol;75
8.4.2;Student-centred Objectives;75
8.4.3;Fitting the Teaching of Health Topics into Biology Syllabuses;77
8.5;Chapter 11. Communicating the Principles of Health;90
8.5.1;Ingredients of Health;90
8.5.2;Conclusion;93
8.6;Chapter 12. Getting the Right Emphasis in Health Education;94
8.6.1;Biology Education in Egypt;94
8.6.2;The Content of the Courses;94
8.6.3;Skills, Habits and Attitudes;95
8.6.4;Conclusion;96
8.7;Chapter 13. Environmental Aspects of Health Education;98
8.7.1;Health and Environmental Education in the Caribbean Regio;98
8.7.2;Reference;105
8.8;Chapter 14. Re-defining the Boundaries of Health;110
8.8.1;Chapter 16. Can Western Medicine be made Compatible with Traditional Beliefs;116
8.8.1.1;References;117
8.9;Chapter 15. The Career-Line in Health Education;112
8.10;Chapter 17. The Importance of Cloning and Biotechnology in Combating Disease;118
8.10.1;Recombinant DNA Technology and Genetic Engineering;118
8.10.2;Monoclonal Antibodies;120
8.10.3;Applications of These Technologies;120
8.10.4;Further Reading;123
8.11;Chapter 18. Improving Village Life;124
8.12;Chapter 19. Another Cautionary Tale;126
9;Part IV: Case Studies;128
9.1;Introduction;130
9.2;Chapter 20. Health Studies in New South Wales, Australia;132
9.2.1;Secondary School Biology in New South Wales;133
9.3;Chapter 21. Health Education in European Schools;136
9.3.1;The School as a Health-promoting Institution;137
9.3.2;School as a Health-promoting Community;138
9.3.3;School, Family and the Community;139
9.3.4;Curriculum Development - Materials and Methods;140
9.4;Chapter 22. Health Education in Schools in Hong Kong;142
9.5;Chapter 23. Health Education in Schools in Mauritius;144
9.6;Chapter 24. Health Education for Non-Science Students in Upper Secondary Schools in Thailand;146
9.6.1;Background and Rationale;146
9.7;Chapter 25. Environmental Aspects of Health Education in a Fishing Village;150
9.7.1;The Several Dimensions of a Community Project;150
9.7.2;A Study of the Schoolchildren's Health and Environment Associations;151
9.7.3;Implications for Teaching;153
9.7.4;Evaluation;154
9.7.5;Conclusion;155
9.7.6;Reference;155
9.8;Chapter 26. The Agrindus Health Project;156
9.8.1;Development of the Project;157
9.8.2;The Achievements;158
9.9;Chapter 27. Health Education in Indian Villages: A New Approach;160
9.10;Chapter 28. Using Advertisements as a Learning Technique;162
9.11;Chapter 29. A CHILD-to-child Approach: A Strategy at School and Community Level;166
9.12;Chapter 30. The CHILD-to-child Approach: Health Scouts;168
9.13;Chapter 31. Two Health Education Projects from the Lawrence Hall of Science;174
9.13.1;The Health Activities Project (HAP);174
9.13.2;The "Risk and Youth: Smoking" programme (RAY:S);175
9.14;Chapter 32. A Teaching Unit on Population;178
9.14.1;The Structure of the Content;178
10;Part V: Psychological Aspects;182
10.1;Introduction;184
10.2;Chapter 33. Psychosomatic Aspects of Health: Their Relevance to Education;186
10.2.1;The Stress Mechanism;187
10.2.2;Stress and Education;189
10.2.3;Lessons on Stress;191
10.2.4;Conclusion;192
10.3;Chapter 34. School Mental Health: A Programme for Teachers;194
10.3.1;Reflections;195
10.3.2;References;196
10.4;Chapter 35. An Example of a Resource Syllabus for Mental Health Education;198
10.5;Chapter 36. Analysing Pupils' Problems;202
11;Part VI: Decision-Making and Ethics;204
11.1;Introduction;206
11.2;Chapter 37. Teaching Ethical Aspects of Health Care;208
11.2.1;The Cow;208
11.2.2;The Accident;209
11.2.3;Jane's Birthday Party;209
11.2.4;The Genetic Counsellor;209
11.2.5;Commentary;210
11.3;Chapter 38. Challenges and Implications in Introducing Social and Ethical Issues into the Science Curriculum;212
11.3.1;Key Elements of Science and Society Approaches;213
11.3.2;Approaches to Teaching and Learning: Simulation Games;213
11.3.3;Approaches to Teaching and Learning: Group Discussions;214
11.3.4;References;215
11.4;Chapter 39. A Case Study: Population as an Issue;216
11.4.1;References;221
11.5;Chapter 40. An Example of a Decision-Making Simulation Game: the Marimbian Health Service Project;222
11.5.1;The Marimbian Health Service Project;223
11.5.2;Role-playing Exercises;225
11.6;Chapter 41. An Issue Approach to Teaching and Learning in Secondary School Biology;228
11.6.1;Organ Transplantation as an Issue;229
11.6.2;Assessing Students' Written Project;231
11.6.3;Selection of Issues;232
11.6.4;Class-based Activities;233
11.6.5;Professional Development of Teachers;234
11.6.6;Confidentiality and Privacy;235
11.6.7;Reference;236
12;Part VII: Diseases of Global Importance;238
12.1;Introduction;240
12.2;Chapter 42. What Might be Taught About Diseases;242
12.3;Chapter 43. Classification of Diseases;244
12.3.1;The Medical Profession's Classification;244
12.3.2;Economic Loss (Mortality) and Economic Burden (Morbidity);245
12.3.3;Prevention versus Cure;245
12.3.4;Geographical Distribution;246
12.3.5;Age;246
12.4;Chapter 44. Cancer as a Topic in Health Education;248
12.5;Chapter 45. Bilharzia;252
12.6;Chapter 46. Carcinogenicity Induced by Environmental Agents;254
12.7;Chapter 47. Malaria;256
12.7.1;Scientific Knowledg;256
12.7.2;Control Measures;257
12.7.3;Control through Education;257
12.8;Chapter 48. Educating the "Educated" in Leprosy;262
12.8.1;Features of Leprosy in Medical Education;263
12.8.2;Research Training in Immunology and Molecular Biology;264
12.9;Chapter 49. Education About Common Diseases Caused by Parasitic Roundworms;266
13;Part VIII: Other Papers;268
13.1;Introduction;270
13.2;Chapter 50. Health Emphasis in Biology Examinations;272
13.3;Chapter 51. Examination Questions in the Science-in-Society Project;280
13.4;Chapter 52. Training of Teachers;284
13.4.1;The Investigation;284
13.4.2;Developments;285
13.4.3;Core and Option Material;286
13.4.4;Reference;288
13.5;Chapter 53. Inservice Education in New South Wales;290
13.5.1;Conclusion;291
13.5.2;Reference;292
13.6;Chapter 54. Incorporating Medicinal Plants into Health Education;294
13.6.1;Incorporation into School Syllabuses;295
13.6.2;Substantiating the Herbalists' Claims;295
13.7;Chapter 55. Oriental and Modern Western Medicine: The Case for Integration;296
13.8;Chapter 56. A Health Education Check-List;300
13.9;Chapter 57. Some Suggestions for a Guide-book to Health;304
13.9.1;1. Some Practical Codes for Healthy Living;304
13.9.2;2. Nutrition;304
13.9.3;3. How to Protect Yourself Against Common Poisons in Food,Water, the Air and the Environment;305
13.9.4;4. Immunization;305
13.9.5;5. First Aid;305
13.9.6;6. Avoid Health-destroying Agents;305
14;Index;308